知識螺旋理論融入大專運動舞蹈教學之行動研究

Abstract

本研究採取行動研究的方式，結合知識螺旋理論與大專運動舞蹈教學做應用。研究參與者為臺北市某國立大學學生34名 (男生14人、女生20人)，運用Nonaka與Takeuchi 所提倡的組織知識創造理論，設計與實施8節的教學行動方案 (每節100分鐘)，期間以學習心得、省思札記與訪談做為資料蒐集的方式，以了解學習者上課之感受、教師教學過程中所遭遇之困難及因應對策，最後提出教學反思。研究結果發現：學習者在基礎單元感到「輕鬆有趣」、「較無壓力」、「幫助記憶」和「了解舞蹈」，且對於共同化教學活動感受較多；在應用單元感到「新奇有趣」、「有成就感」、「主動學習」和「活用知識」，對於連結化和內隱化感受較多；實踐單元則是感到「成就感」和「開心」，對於內隱化感受較多。教學行動方案實施的阻礙與因應對策為：1.班級學習氣氛不佳：營造輕鬆的氣氛、精準掌握時間、延長雙人舞蹈時間；2.基礎單元討論時間過長：刪除多餘討論時間、私下了解學習者心態；3.應用時間討論時間過短：延長小組討論時間。上述策略使問題逐漸改善，研究者也在其中獲得知識螺旋理論的應用、運動舞蹈教學與行動研究等方面的專業成長。

The study adopted action research approach, integrating to college DanceSport course which combined with knowledge spiral theory. Research participants were 34 students (14 boys, 20 girls) from a national university in Taipei city. Exploiting Organizational Knowledge Creation Theory advocated by Nonaka and Takeuchi, teaching action program was designed and implemented in 8 periods (100 minutes per session). During the program, data were collected with feedback of learning experience, reflective journals and interviews to understand learners’ thoughts and feelings toward the DanceSport program, teacher’s difficulties encountered in the teaching process and their response strategies, and finally offered teaching reflection according to the above. The results showed that learners perceived it was “fun” and “relatively stress-free,” and it could “enhance memory,” and “help for understanding the dance” in the basic unit, and they perceived more on co-teaching activities; in the application unit, they perceived “novelty and interesting,” “a sense of accomplishment,” “active learning,” and "knowledge utilization," and they perceived more on internalization and combination; in the practice unit, learners perceived “a sense of accomplishment” and "happy," and they perceived more on internalization. And the program’s hindrances of implementation and their coping strategies: first, class learning atmosphere was poor, and it could be improved by creating a relaxed atmosphere, controlling time precisely, and extending the time of double dance; second, the time of basic unit was too long, and it could be solved by removing the extra time of discussion and understanding learners’ thoughts privately; third, the time of group discussion in application unit was too short, so the discussion time needed to be extended. These strategies made the problem gradually improved, and the researcher also acquired the professional growth in aspects of knowledge spiral theory, DanceSport teaching and action research.